essential-guide-to-qualitative-in-organizational-research

–––––––––––––––––––––––––––––––––––––––––––––––––––– USING DATA MATRICES –––––––––– 273(1994: 56). One of the problems of qualitative data analysis can be data overload. By beginningto code data in the early stages of a study, some of the problems associated with this can becompensated for. This is similar to template analysis (see King, Chapter 21, this volume) wherethe aim is to have an initial start list (pre-determined codes). The transcripts are then read,adding labels at the side thus generating further codes, with the codes then arranged intocategories in the template.Once an initial coding has been completed, revision of the codes is necessary. For example,some codes may have become redundant with the data now more appropriately categorizedunder a different label; others become too big and need breaking down further. Miles andHuberman use the four stages proposed by Lincoln and Guba (1985) to describe the mostcommon types of revisions and modifications made as: filling in, extension, bridging andsurfacing. They also offer some useful practical tips on entering data into matrix displays,warning against the over-reduction of data which may actually obscure understanding. Theysuggest it is important to keep note of the decision rules used when deciding what data wentwhere and why. They also recommend that the type of table used in analysis should be the oneused in the final report enabling the readers themselves to see how conclusions were drawn,rather than being handed study results to be taken on blind faith. This notion of an audit trailis one that is increasingly being used as a criterion for assessing the quality of qualitative research,for example the dependability of qualitative findings (Lincoln and Guba, 1990).A completed matrix is not the end point of the analysis. This then has to be furtherinterpreted and analysed with care, the aim of which is to produce meaningful conclusionswhich are then written up alongside the matrix. These conclusions are called ‘analytic text’and are an integral part of matrix analysis. At this stage, having the data displayed in a matrixformat is useful as the researcher can constantly refer between the matrix and original fieldnotes. In this way, interpretations can be checked and clarified and information in the matrixcan be added to or modified if necessary. (It is at this stage that one advantage of havingthoroughly coded and categorized the interview material is realized simply in terms of locatingthe original section of text). Analysing the matrix usually involves looking for relationshipsor patterns – these may be points of contrast or points of similarity and can be either by rowor by column label. The analytical process will be grounded in and guided by the researchquestions to which the matrices relate.It is essential that the whole matrix is displayed on one page, regardless of how big it hasto be. Having the matrix split over two or more pages such that it is not possible to view allthe information at the same time defeats the object of matrix analysis, and arguably offers littleadvantage over attempting to analyse pages and pages of text.Similarly, for the reader, it is essential for the analytic text to be presented alongside thematrix such that the reader is able to view both at the same time. Presenting the matrixwithout the analytic text or the analytic text without the matrix is of little use. As Miles andHuberman put it, ‘the display does not speak for itself – and the analytic text does not standalone without reference to the display’ (1994: 100)DIFFERENT TYPES OF MATRIX ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––As noted previously, one of the advantages of matrices is the diverse ways in which they canbe used. Examples that have been used by the authors include time ordered displays where